Homework Practices of Elementary School Teachers in 4th Grade Turkish Course

Begüm OLUŞUM ZAİFOĞLU, (Hacettepe Üniversitesi, Eğitim Fakültesi, Temel Eğitim Bölümü, Sınıf Eğitimi A.B.D., Ankara, Türkiye)
Sevgi KINGIR, (Hacettepe Üniversitesi, Eğitim Fakültesi, Temel Eğitim Bölümü, Sınıf Eğitimi A.B.D., Ankara, Türkiye)
Ali EKBER ŞAHİN (Hacettepe Üniversitesi, Eğitim Fakültesi, Temel Eğitim Bölümü, Sınıf Eğitimi A.B.D., Ankara, Türkiye)
Hacettepe Üniversitesi Eğitim Fakültesi Dergisi
11 2
Yıl: 2020 Cilt: 35 Sayı: 2 Sayfa Aralığı: 254 - 269 Metin Dili: İngilizce DOI: 10.16986/HUJE.2019052440 İndeks Tarihi: 21-11-2020

Homework Practices of Elementary School Teachers in 4th Grade Turkish Course

Öz:
This study aims to investigate the forms and frequency of homework given as part of a 4th grade Turkish course assessment in the state elementary schools in the Turkish Republic of Northern Cyprus. Data were collected using a questionnaire, a homework scale and structured interviews in this mixed methods research. The study sample consisted of 61 primary school teachers who were teaching 4th grade during the 2014-2015 academic year and 51 teachers who had taught 4th grade prior to the date of the study, making a total sample of 112 teachers. Structured interviews were conducted with nine voluntary teachers who participated in the study. Results revealed that homework assignments related to reading comprehension were given significantly more frequently than homework related to speaking or presentation of materials. The teachers’ awareness on the benefits of the kinds of homework given in low frequency was determined in findings. Numerous reasons as to why homework with certain structures could not be given were discussed through structured interviews. Based on specific suggestions made by the teachers on improving the efficiency of homework, a re-evaluation of syllabus materials and a consideration for teacher training on the way homework assignments are formulated in the constructivist approach are highlighted.
Anahtar Kelime:

Sınıf Öğretmenlerinin 4. Sınıf Türkçe Dersine İlişkin Ev Ödevi Uygulamaları

Öz:
Bu araştırma, Kuzey Kıbrıs Türk Cumhuriyeti devlet ilkokullarında Türkçe dersinde hangi ev ödevlerinin ne sıklıkla verildiğini öğrenmeye yönelik bir çalışmadır. Karma araştırma yönteminin kullanıldığı bu çalışmada veriler ölçek ve ölçekten elde edilen verileri yorumlamak için yapılan görüşme tekniği ile toplanmıştır. Araştırmada veriler, 2014–2015 akademik yılında, ilkokullarda 4. sınıf okutan 61 ve daha önce 4. sınıf okutmuş 51 olmak üzere toplam 112 öğretmene uygulanan ölçek ve 9 öğretmen ile yapılan yapılandırılmış görüşmeler yoluyla toplanmıştır. Araştırma sonucunda elde edilen bulgulara bakıldığında, okuduğunu anlama alanı ile ilgili ödevlerin daha çok verildiği, konuşma ve sunma alanında verilen ödevlerin çok az olduğu görülmüştür. Öğretmenlerin az verilen ödevlerin öneminin farkında oldukları bulgularda saptanmıştır. Öğretmenlerin her çeşit ödevi verememelerinin nedenleri yapılan görüşmelerle ortaya konulmuştur. Öğretmenlerin ev ödevlerinin verimliliğini artırıcı önerilerine de yer verilmiştir. Özellikle programın yoğunluğunun tekrar gözden geçirilmesi ve yapılandırmacılık yaklaşımına göre öğretmenlerin nasıl ödevler vermeleri gerektiği konusunda eğitim almaları gerektiği vurgulanmıştır.
Anahtar Kelime:

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
  • Akın, U. & Koçak, R. (2007). The relationship between teachers’ classroom management skills and job satisfaction. Educational Administration: Theory and Practice, 51, 353-370.
  • Akın, Z. (1998). Effect of homework to student's success (Master’s level dissertation, Pamukkale University, Institute of Social Sciences, Denizli). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/.
  • Akbaba, A. & Tüzemen, M. (2015). Evaluating the pedagogical aspect of giving assignment in primary school 1st, 2nd, and 3rd grades based on teachers’ views. The Journal of Academic Social Science Studies, 32, 119-138.
  • Aksu, F. F. & Karaçöp, A. (2015). The parental involvement in students’ home based science learning activities. Erzincan University Journal of Education Faculty, 17(2), 456-476.
  • Arslan, A. (2013). Assessment of views of Turkish teachers concerning projects and performance assignments. Journal of Language and Literature Education, 2(6), 11-22.
  • Baskan, G., A. & Atalar, E. (2014). Primary education teacher training policies of South Korea and Turkish Republic of Northern Cyprus. International Journal of Innovative Research in Education, 1(1), 39-44.
  • Baş, B. (2011). A view to speaking and writing skills as part of the relations between oral and written culture. Pamukkale University Journal of Education, 29, 109-117.
  • Baumgartner, D., Bryan, T., Donahue, M. & Nelson, C. (1993). Thanks for asking: Parent comments about homework, tests, and grades. Exceptionality, 4(3), 177-185.
  • Binbaşıoğlu, C. (1994). Okullarda öğretim sorunları. Ankara: Eğit-Der Yayınları.
  • Büyüköztürk, Ş. (1999). İlköğretim okulu öğretmenlerinin araştırma yeterlikleri. Educational Administration: Theory and Practice, 18, 257-269.
  • Büyüktokatlı, N. (2009). The investigate of elementary teacher views on homework practices (Master’s level dissertation, Selçuk University, Institute of Social Sciences, Konya). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/.
  • Cooper, H. (2001). Homework for all-in moderation. Educational Leadership, 58(7), 34-38.
  • Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage.
  • Çetinkaya, A. (1992). Adana ili merkez ortaokullarında ev ödevlerine ilişkin karşılaşılan sorunlar. Unpublished master’s thesis, Çukurova University, Institute of Social Sciences, Adana. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/.
  • Doğan, Y. (2010). Dinleme becerisini geliştirmede etkinliklerden yararlanma. Retrieved November 19, 2016, from http://tubar.com.tr/TUBAR%20DOSYA/pdf/2010BAHAR/doan_yusuf%20263-274.pdf.
  • Eğitim & Ötesi, (2014). Ev ödevi gerekli midir?, Retrieved December 12, 2014, from http://www.egitimveotesi.com/anasayfa/page.aspx?ev-odevi-gerekli-midir-.
  • Ekizoğlu, N. & Uzunoğlu, H. (2006). Teachers views on learner centered education. Cypriot Journal of Educational Sciences, 1(2), 94-109.
  • Epçaçan, C. & Erzen, M. (2008). The evaluation of elementary Turkish lesson’s currıculum. The Journal of International Social Research, 1(4), 182-202.
  • Ersoy, A. & Anagün, Ş. S. (2009). Elementary teachers’ views about homework process in science and technology course. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 3(1), 58-79.
  • George, D. & Mallery, P. (2001). SPSS for Windows step by step: A simple guide and reference 10.0 update (3rd ed.). Boston, MA: Allyn & Bacon.
  • Göçer, A. (2008). The contribute of studies offering relevant to the performance duty in that the improvement of speaking and listening skills. Language Journal, 142, 7-17.
  • Güneş, F. (2014). Homework discussions in education. Bartin University Journal of Faculty of Education, 3(2), 1-25.
  • Gunes, T., Dilek, N. S., Celikoglu, M., & Demir, E.S. (2012). The using of the teaching methods and techniques by science and technology teachers and class teachers. Cypriot Journal of Educational Sciences, 7(2), 82-91.
  • Hizmetçi, S. (2007). An investigation on the relationship between the styles of homework of 5th grade elementary school students and their academic achievement. Unpublished master’s thesis, Çukurova University, Institute of Social Sciences, Adana. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/.
  • Howard, G. R. (2016). We can't teach what we don't know: White teachers, multiracial schools. New York: Teachers College Press.
  • Ilgar, Ş. (2005). Ev ödevlerinin öğrenci eğitimi açısından önemi. Journal of the Hasan Ali Yucel Faculty of Education, 2(1), 119- 134.
  • İflazoğlu, A. & Hizmetçi, S. (2006, Nisan). İlköğretim birinci kademe sınıf öğretmenlerinin ev ödevi hakkındaki görüşlerine ilişkin nitel bir çalışma örneği. Paper presented at the meeting of the National Primary School Teaching Conference, Gazi University, Faculty of Education, Ankara.
  • Jedlikowska, D. (2014). Changing roles of teachers in the context of communication: A pedeutological perspective. Contemporary Educational Researches Journal, 4(2), 30-34.
  • Kapıkıran, Ş. & Kıran H. (1999). The effect of the homework on the student's academic success. Pamukkale University Journal of Education, 5, 54-60.
  • Karacaoğlu, Ö. C. (2008). The perceptions of teachers’ sufficiency. Yuzuncu Yil Journal of Education Faculty, 5(1), 70-97.
  • Karatay, H. (2011). The effect of 4+1 planned writing and evaluation model to develop the attitudes of preservice teachers as to written expression and their writing skills. Turkish Studies, 6(3), 1029-1047.
  • Kardaş, M. N. (2013). The effect of cooperative learning on written expression skills of prospective classroom teachers. Turkish Studies, 8(9), 1781-1799.
  • Karpov, Y. V. & Haywood, H. C. (1998). Two ways to elaborate Vygotsky’s concept of mediation: Implications for instruction. American Psychologist, 53(1), 27-36.
  • Korkmaz, İ. (2004, April). Öğrencilerin başarılarını artırmada kullanılan öğretim stratejileri. Paper presented at the meeting of Contemporary Approaches in Personal Development, Turkish Armed Forces Training and Doctrine Command, Ankara.
  • Kralovec, E. & Buell, J. (2001). End homework now. Educational Leadership, 58(7), 39-42.
  • Kurbanoğlu, S. & Akkoyunlu, B. (2001). A study on equipping students with information literacy skills. Hacettepe University Journal of Education, 21, 81-88.
  • Kütükte, Z. (2010). Primary school teachers’ opinion, perception and practice of homeworks based on search. Unpublished master’s thesis, Gaziosmanpaşa University, Institute of Social Sciences, Tokat). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/.
  • Lemke, J. L. (1990). Talking science: Language, learning and values, Norwood, MA: Ablex.
  • Leung, S. O. (2011). A comparison of psychometric properties and normality in 4-, 5-, 6-, and 11-point Likert scales. Journal of Social Service Research, 37(4), 412-421, DOI: 10.1080/01488376.2011.580697.
  • Marshall, C. & Rossman, G. B. (2006). Designing qualitative research (4th ed.). Thousands Oaks, CA: Sage.
  • McEwan, E.K. (1998). Ödevimi köpekler kaptı [The dog ate it]. Ankara: HYB Yayıncılık.
  • MNE. (2009). İlköğretim Türkçe dersi öğretim programı ve kılavuzu (1-5. sınıflar). Ankara: Devlet Kitapları Müdürlüğü Basım Evi.
  • MNE. (2011). İlköğretim okullarındaki (1-5. sınıf) ödev uygulamalarının değerlendirilmesi araştırması. Retrieved November 19, 2016, from http://www.meb.gov.tr/earged/earged/ilk_ok_odev_uyg_deg.pdf.
  • Muhlenbruck, L., Cooper, H., Nye, B. & Lindsay, J. J. (2000). Homework and achievement: explaining the different strengths of relation at the elementary and secondary school levels. Retrieved August 30, 2015, from http://link.springer.com/article/10.1023%2FA%3A1009680513901.
  • Nunez, J. C., Suarez, N., Rosario, P., Vallejo, G., Valle, A., & Epstein, J. L. (2015). Relationships between perceived parental involvement in homework, student homework behaviors, and academic achievement: Differences among elementary, junior high, and high school students. Metacognition and Learning, 10(3), 375-406.
  • Okan, K. (1989). Ev ödevi hazırlama teknikleri. Ankara: Seçkin Ofset.
  • Okumuş, S., Kaçar, H. & Kaçar, E. (2013, Kasım). Makedonya’da Türkçe yayımlanan bir çocuk dergisi: Tomurcuk (şekil, muhteva ve yazar kadrosu açısından inceleme). Paper presented at the conference of the International Language and Literature Studies, Hëna e Plotë “Beder” University, Tiran, Albania.
  • Okur, A., Süğümlü, Ü. & Göçen, G. (2013). Persuasive speech and a comparative study (Australia mother tongue training course materials and Turkish sample). Turkish Studies, 8(8), 951-970.
  • Onurkan Aliusta, G. & Özer, B. (2014). The barriers that hinder the use of student-centred learning in schools in North Cyprus. Educational Sciences and Practice, 13(25), 1-21.
  • Onurkan Aliusta, G., Özer, B., & Kan, A. (2015). The implementation of student-centred instructionak strategies in schools in North Cyprus. Education and Science, 40(181), 77-91.
  • Özben Gündoğan, B. (2006). The effect of homework studies to the success of the students who attend science lesson in the second degree of primary education. Unpublished master’s thesis, Gazi University, Institute of Educational Sciences, Ankara. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/.
  • Özcan, Z. Ç., & Erktin, E. (2015). Enhancing mathematics achievement of elementary school students through homework assignments enriched with metacognitive questions. Eurasia Journal of Mathematics, Science & Technology Education, 11(6), 1415-1427.
  • Özer, B. & Öcal, S. (2012). Evaluation of 4th and 5th grade students’ attitudes towards homework. Dicle University Journal of Ziya Gökalp Faculty of Education, 18, 1-16.
  • Pattil, S. S. (2011). A study on parent participation in the homework of children. Indian Enrams Research Journal, 1(11), 1-4.
  • Pikon, K., Bogacka, M. & Piecha-Sobota, K. (2016). Teacher motivation - the key to implementation of new pedagogical tools. New Trends and Issues Proceedings on Humanities and Social Sciences, 8, 70-75.
  • Tabachnik, B. G. & Fidell, S. L. (2007). Discriminant analysis. Using multivariate statistics. Boston: Pearson Education Inc, 201(3), 377-438.
  • Tok, M., Rachim, S. & Kuş, A. (2014). Analysing the writing reasons of the learners who gained writing habits. Gazi University Journal of Gazi Educational Faculty, 34(2), 267-292.
  • Tosunoğlu, M. & Arslan, F. (2010). The evaluation of the oral expression applications in Turkish courses which are practised by the fifth grade primary school teachers. Journal of Social Sciences Institute of Pamukkale University, 5, 73-87.
  • Varış, F. (1985). Eğitim bilimine giriş. Ankara: Ankara Üniversitesi Eğitim Bilimleri Fakültesi Yayınları.
  • Varışoğlu, B. & Şeref, İ. (2012). The views about Turkısh subject homeworks by students attending 5th and 6th grade of primary school. International Journal of Turkish Literature Culture Education, 1(3), 158-173.
  • Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
  • Wiesenthal, R., Cooper, B. S., Greenblatt, R. & Marcus, S. (1997). Relating school policies and staff attitudes to the homework behaviours of teacher: an empirical study. Journal of Educational Administration, 35(4), 348-370.
  • Yapıcı, N. (1995). İlkokullarda öğretmen-öğrenci ve velilerinin ev ödevi konusundaki görüşlerinin belirlenmesi (Bolu ili Düzce ilçesi 4. 5. sınıflarında yapılan bir inceleme). Unpublished master’s thesis, Ankara University, Institute of Social Sciences, Ankara. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/.
  • Yılmaz, Ç. (2013). The evaluation of Turkish assignment aplications and its effects on the students' school success according to the teachers' points of view: A qualitative research). Unpublished master’s thesis, Afyon Kocatepe University, Institute of Social Sciences, Afyon. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/.
  • Yücel, A. S. (2004). The analysis of the attitudes of secondary education students towards chemistry assignments. Gazi University Journal of Gazi Educational Faculty, 24(1), 147-159.
APA Oluşum B, KINGIR S, Sahin A (2020). Homework Practices of Elementary School Teachers in 4th Grade Turkish Course. , 254 - 269. 10.16986/HUJE.2019052440
Chicago Oluşum Begüm,KINGIR Sevgi,Sahin Ali E. Homework Practices of Elementary School Teachers in 4th Grade Turkish Course. (2020): 254 - 269. 10.16986/HUJE.2019052440
MLA Oluşum Begüm,KINGIR Sevgi,Sahin Ali E. Homework Practices of Elementary School Teachers in 4th Grade Turkish Course. , 2020, ss.254 - 269. 10.16986/HUJE.2019052440
AMA Oluşum B,KINGIR S,Sahin A Homework Practices of Elementary School Teachers in 4th Grade Turkish Course. . 2020; 254 - 269. 10.16986/HUJE.2019052440
Vancouver Oluşum B,KINGIR S,Sahin A Homework Practices of Elementary School Teachers in 4th Grade Turkish Course. . 2020; 254 - 269. 10.16986/HUJE.2019052440
IEEE Oluşum B,KINGIR S,Sahin A "Homework Practices of Elementary School Teachers in 4th Grade Turkish Course." , ss.254 - 269, 2020. 10.16986/HUJE.2019052440
ISNAD Oluşum, Begüm vd. "Homework Practices of Elementary School Teachers in 4th Grade Turkish Course". (2020), 254-269. https://doi.org/10.16986/HUJE.2019052440
APA Oluşum B, KINGIR S, Sahin A (2020). Homework Practices of Elementary School Teachers in 4th Grade Turkish Course. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35(2), 254 - 269. 10.16986/HUJE.2019052440
Chicago Oluşum Begüm,KINGIR Sevgi,Sahin Ali E. Homework Practices of Elementary School Teachers in 4th Grade Turkish Course. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 35, no.2 (2020): 254 - 269. 10.16986/HUJE.2019052440
MLA Oluşum Begüm,KINGIR Sevgi,Sahin Ali E. Homework Practices of Elementary School Teachers in 4th Grade Turkish Course. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, vol.35, no.2, 2020, ss.254 - 269. 10.16986/HUJE.2019052440
AMA Oluşum B,KINGIR S,Sahin A Homework Practices of Elementary School Teachers in 4th Grade Turkish Course. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. 2020; 35(2): 254 - 269. 10.16986/HUJE.2019052440
Vancouver Oluşum B,KINGIR S,Sahin A Homework Practices of Elementary School Teachers in 4th Grade Turkish Course. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. 2020; 35(2): 254 - 269. 10.16986/HUJE.2019052440
IEEE Oluşum B,KINGIR S,Sahin A "Homework Practices of Elementary School Teachers in 4th Grade Turkish Course." Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35, ss.254 - 269, 2020. 10.16986/HUJE.2019052440
ISNAD Oluşum, Begüm vd. "Homework Practices of Elementary School Teachers in 4th Grade Turkish Course". Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 35/2 (2020), 254-269. https://doi.org/10.16986/HUJE.2019052440
Sayfa Oluşturulma Tarihi
23-04-2024 15:18

İLETİŞİM

TÜBİTAK ULAKBİM TR Dizin

Yüzüncüyıl, İşçi Blokları Mahallesi

Muhsin Yazıcıoğlu Caddesi No:51/C

06530 Çankaya / ANKARA +90 (312) 298 92 00

trdizin@tubitak.gov.tr

TÜBİTAK ULAKBİM Ulusal Akademik Ağ ve Bilgi Merkezi Cahit Arf Bilgi Merkezi © Tüm Hakları Saklıdır. Gizlilik Politikası Kullanım Şartları